Conceptualized with an intention to increase the relevance of science and the meaning it has for students, in order to increase the participation in the field from diverse groups of students.  A social justice approach is incorporated wherein an increased science engagement (including among women, minorities and working class) leads to both personal and public benefits. 

Developed for secondary schools in England, this approach focuses on recognizing and working with a student’s existing science capital (refers to ‘all the science-related knowledge, attitudes, experiences and social contacts that an individual may have’), while attempting to build on the same with new science capital. They also claim that framework of this approach can be applied to pre-existing science curriculum with ease.